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 Good morning, welcome, good to see you, happy day, glad all is well, hi there, you bet’cha!  We will learn about and practice the taxonomy of effective.

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Presentation on theme: " Good morning, welcome, good to see you, happy day, glad all is well, hi there, you bet’cha!  We will learn about and practice the taxonomy of effective."— Presentation transcript:

1  Good morning, welcome, good to see you, happy day, glad all is well, hi there, you bet’cha!  We will learn about and practice the taxonomy of effective teaching practices today.  Be prepared to move seats in a minute.

2 100% What To Do Do It Again

3 Audience  If this is your first year at a Tindley School, sit next to someone who has taught here for a year or more. If you have at least 1 year of experience, sit next to a newbie.  Vets, you will assist the new teachers.  Take notes between the two of you.

4 Persona  The one with the most energy wins.  At times I may have to channel my middle school teacher persona. Please don’t be offended, as I wouldn’t normally speak to adults this way.  If you want to channel your middle school non-compliant kiddie persona, I will host make-up sessions at 7am this Saturday!

5 Call to Order  LEADER: Mediocrity is forgettable…  TEACHERS: But excellence endures!

6 17 th Century Proverb  Poeta nascitur, non fit. A poet is born, not made.  Magister fit, non nascitur. A teacher is made, not born.


8 Growth British Cycling and 1% Gains  "The whole principle came from the idea that if you broke down everything you could think of that goes into riding a bike, and then improved it by 1%, you will get a significant increase when you put them all together," he explained.  "There's fitness and conditioning, of course, but there are other things that might seem on the periphery, like sleeping in the right position, having the same pillow when you are away and training in different places.”  "Do you really know how to clean your hands? Without leaving the bits between your fingers? If you do things like that properly, you will get ill a little bit less.”

9 Growth British Cycling and 1% Gains  "They are tiny things but if you clump them together it makes a big difference."

10 100%  “There’s one suitable percentage of students following a direction given in your classroom: 100%.  “If not, you make your authority subject to interpretation, situation, and motivation.  “Students have cause to ask themselves: ‘Did she mean that? For everyone? Do I feel like going along with her today?’

11 100%  “The assertion that the standard, not the goal, is 100% compliance may sound terrifying and draconian…, but the classrooms of champion teachers belie this expectation.  “They finesse their way to that standard with a warm and positive tone.  “Discipline that is positive and invisible (because it is a matter of habit) is the most sustainable variety.” Doug Lemov

12 100% - Least Invasive Form of Intervention 1. Non-verbal intervention – avoid the death spiral 2. Positive group correction –fix the ones you see…and the ones you don’t 3. Anonymous individual correction 4. Private individual correction – how we correct people in other situations 5. Lightning-quick public correction – on stage for half a second max; then point out something constructive 6. Consequence

13 100% - Firm, Calm Finesse  Make it an exercise in purpose and not power  Use universal language  Catch it early!  “Thank you” is the strongest word

14 100% - Compliance you can see 1. Invent ways to make compliance visible 2. Be seen looking 3. Enforce marginal compliance

15 100% - The Footnote  These are not sequential steps.

16 100% - Examples  Ms. Driggs at the Uncommon Schools Network 1428.100.Driggs.RP13  Mr. Pollack 1433.100.Pollack.NO03

17 100%  Practice Time!

18 What To Do  “Champion teachers recognize that some portion of student non-compliance – a larger portion than many teachers ever suppose – is caused not by defiance but by incompetence.  “The students misunderstand a direction, do not know how to follow it, or tune out in a moment of benign distraction.  “Recognizing this means giving directions to your students in a way that provides clear and useful guidance.” Doug Lemov

19 What To Do Three types of off task behavior 1. Incompetence – Student doesn’t understand or know how to do what you expect. 2. Defiance – Student is trying to demonstrate that you cannot control him/her. 3. Opportunistic Misbehavior – Student is testing boundaries and lack of clarity 1. TEACHER: Didn’t I just say “pay attention”? 2. STUDENT: I was paying attention!

20 What To Do  Giving students specific, concrete, observable direction, in sequence to tell them What To Do as opposed to what NOT to do.

21 What To Do  Specific – what Aaron should adjust (feet, hands, eyes)  Concrete – how Aaron should accomplish this (feet on floor, hands folded, eyes tracking the speaker)  Sequential – breaking complex tasks into a series of simple actions  Observable – easily observed and therefore maximally accountable

22 NEGATIVE NARRATION “D’Andre, stop fooling around.” IncompetenceDoesn’t teach the student (i.e. tell him how to solve the problem) DefianceCalls attention to negativity. Hard to hold accountable. Doesn’t ask him to do anything productive. OpportunisticAllows gray area to persist

23 POSITIVE BUT VAGUE “D’Andre, pay attention.” IncompetenceToo vague to be useful. DefianceEasily manipulated or ignored; leaves degree of defiance ambiguous. OpportunisticAllows gray area to persist.

24 WHAT TO DO “D’Andre, legs under your desk; hands folded; track me.” IncompetenceDescribes the expectation in a way that helps the student succeed. DefianceClearly delineates the degree to which student is defying. Allows you to respond appropriately. OpportunisticRemoves ambiguity so that it cannot be exploited.

25 What To Do - examples  Mr. Zimmerli – substitute teaching 1453.WTD.Zimmerli.SP101  Classroom Dismissal – Mr. Schaefer #1 Start at 1:15 mark  Mr. Whitley – Math review What To Do with Mr. Whitley

26 What To Do  Practice Time!  Create WHAT TO DO directions for these scenarios.

27 What To Do - Practice  Scenario 1 – Student’s eyes “Pay attention!” 1. “Track the speaker!”  Scenario 2 - Organization “Get organized!” 1. “Put your lesson plan in your binder 2. Put your homework in the homework folder. 3. Write your homework in the planner 4. Put all of your books on top of the desk.”

28 What To Do - Practice  Scenario 3 - Dismissal “That’s the bell. Time to go, folks.” 1. “On 1, stand up. 2. On 2, push in your chair and grab your books. 3. When I call your row, line up.”

29 Do It Again  “Getting lots of practice helps students improve.  “So giving students more practice is the perfect response to a situation where they show they’re not up to speed at a simple task.” Doug Lemov

30 Do It Again 1. Shortens the feedback loop 2. Sets a standard of excellence and not just compliance 3. No administrative follow-up 4. Group accountability 5. Ends with success 6. Logical consequences 7. Reusable

31 Do It Again Tricks of the Trade 1. Cut it Short – Don’t wait for the entire task to be completed. Restart once you know you’ll Do It Again. 2. Good, Better, Best – Tell your students, “That was good, but I want great!” 3. Manage Affect – Tell students you want to see it done with more spirit or enthusiasm. 4. Specific Feedback – Tell students what required fixing so it’s visible to them: “Stand as soon as I say two. Let’s do it one more time.”

32 Do It Again – examples  Mr. Jones Start at 1:49  Classroom Dismissal – Mr. Schaefer Start at 1:15  Ms. Bellucci – “Directions!” 0074.DIA.Bellucci.TP16

33 Do It Again  Practice Time!  Shake your partner’s hand.  Return to your original table.  Vets, you will lead practice.

34 Do It Again  Scenario: The teacher needs his/her class to say an answer in unison. S/he will have scholars practice until they do it well.  2 + 2 = x  “Whole class, x equals what?” 4 (mumbled)  “Everyone again. X equals what?” 4 (audible but not vigorous)  “I expect great because you are great. X EQUALS WHAT?” 4 (forcefully)  Vets, have all of the new teachers practice, and give them feedback. You may need to model it for them.

35 Show us what you know  Complete the exit ticket and take it to your school specific session. Give it to one of your school leaders.  You’ll have 7 minutes to work. countdown/full-screen/ countdown/full-screen/  We’ll finish with the Call to Close.

36 Call to Close  LEADER: “We are never satisfied.”  TEACHERS: “Because I am a genius. This means I must work hard. I will work hard. I have no choice.”

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